Belle Raim

EDUC 6520
12/3/2018

Paper 4 – Teaching Philosophy

This semester I developed a deeper understanding of English Learners, specifically who

they are as students, how policies affect their education, and ways in which this group of students

can best be served. All of this information, which has come from readings, discussions, and

experiences, informs my philosophy for working with English Learners in the future. As

students, English Learners bring with them diverse cultural and linguistic knowledge, which is

not always valued by the education system. A sociocultural model of learning suggests that

learning takes place through engaging with the world and understanding context, and that

learning occurs through the whole person. Therefore, in order to effectively work with English

Learners, it is critical for teachers to get to know their students and the community, understand

these students’ strengths, and build on the rich knowledge that students bring with them to the

classroom. In an increasingly monolingual education system, it is also crucial for teachers to

understand the importance of a student’s first language both in learning and sense of identity. My

philosophy of education for English Learners is grounded in the awareness that these students

bring valuable knowledge and experiences to the classroom. As an educator with the goal of

being culturally responsive, it is my job to build off this knowledge and to meaningfully engage

students in learning, while also providing them with the instructional and linguistic supports they

need in order to be successful learners.

In order to help English Learners succeed in school, teachers must come to know their

students as individuals. This understanding creates a foundation from which to help students

learn and grow. It is essential that teachers not make assumptions about their students’ culture, as
culture is not a fixed entity or singular set of characteristics that define a group of people

(González, Moll, & Amanti, 2005). Rather, teachers come to know their students by asking

questions, building relationships, and allowing students and families to share. In order to be

culturally responsive, teachers must have an understanding of the various funds of knowledge

that English Learners bring the classroom. Funds of knowledge include both the knowledge and

skills that students acquire through their practices and lived experiences (González, Moll, &

Amanti, 2005). These funds of knowledge are not necessarily represented in the standard

curriculum or valued by the larger education system. Yet when teachers understand the unique

knowledge base that each student brings to the classroom, they can tailor instruction to build off

this foundation and can make learning relevant to the lives of their students (González, Moll, &

Amanti, 2005).

In order to learn about English Learners’ funds of knowledge, teachers must ask

questions and engage with the community. Becoming familiar with students’ communities might

require teachers to step out of their comfort zones, but it also creates an opportunity for them to

check their assumptions and helps to foster relationships with families. Additionally,

encouraging English Learners to bring their funds of knowledge into the classroom results in

teachers becoming learners of their students. For example, students can bring print resources

from their communities into the classroom and can demonstrate their vast literacy knowledge by

sharing these with the class (Jiménez, Smith & Teague, 2009). Making connections between

community and school not only works to engage students in their learning, but also builds on

existing student knowledge and validates the home experiences of students in the classroom

(Jiménez, Smith & Teague, 2009). It is also critical for teachers to welcome the voices of

families into the classroom. Creating spaces for families in schools empowers them to become
“active agents” in their children’s learning (DaSilva Iddings, 2009, p. 307). In order to

effectively bridge the gap between home and school, teachers must draw on the expertise of

parents and must also make information accessible to families. Learning about home literacy

practices, for example, allows teachers to build off of these practices in school and makes

connections between home and school for students (DaSilva Iddings, 2009). If the shared goal of

parents and teachers is to help students succeed, then communication between the two parties is

crucial.

In addition to building relationships and working with families and communities, teachers

of English Learners must also figure out how to operate within an increasingly monolingual

school system. Federal and state policies have largely functioned to make English the only

language for instruction and have significantly reduced funding for bilingual programs (De Jong,

2011). Given the increased focus on accountability testing, the goal of the U.S. education system

is for English Learners to acquire English as quickly as possible, while the maintenance of first

languages is not a priority (De Jong, 2011). With this shift has come a tendency for teachers to

water down the curriculum for English Learners and a focus on more skill-based learning (De

Jong, 2011). However, teachers of English Learners must find ways to resist this push towards

“English-only.” First languages are part of an English Learner’s sense of identity, and they must

not be cast aside or devalued in the classroom. Valuing the linguistic resources that students

bring to the classroom helps to affirm student identity and encourages them to engage in learning

(De Jong, 2011). Teachers must also actively ensure that they are not narrowing the curriculum

for English Learners. Teaching English through rote memorization of vocabulary or drilling

students on grammatical skills will not provide them with the authentic language experiences

they need to be successful (Valdés, 1998). Students need to be provided with instruction that
prepares them to use English in social and academic settings (Valdés, 1998). This instruction

should not devalue students’ first languages, rather it should build on students' linguistic

knowledge and various funds of knowledge.

Teachers working with English Learners should adapt a culturally responsive approach to

instruction. This means that teachers should recognize the cultural and linguistic knowledge that

English Learners bring to the classroom and use them as resources. Teachers must make learning

meaningful and connected to the lives of their students. Even while operating within a largely

monolingual and assimilationist system, teachers can make choices to take a more multilingual

and multicultural approach to instruction that benefits student learning. Specifically, teachers

should strive to (1) promote educational equity for all of their students, (2) affirm the identities

of all their students, (3) promote additive multilingualism, and (4) structure for integration in

their classrooms (De Jong, 2011). One critical aspect of all these principles involves allowing for

first language use in the classroom. When students use first languages in the classroom, it affirms

their identities by valuing the knowledge that they bring to school. It also suggests that learning

English as a second language does not require students to subtract their first language.

Additionally, when students engage in translanguaging, they make meaning through the use of

multiple languages (Lewis, Jones, & Baker, 2012). Teachers should actively encourage students

to make use of all their linguistic resources when learning, because this process helps to

maximize students understanding (Lewis, Jones & Baker, 2012). This practice allows student to

build on existing knowledge and to make meaningful connections when learning.

Promoting the use of all languages in the classroom is not just a practice for multilingual

teachers. Monolingual teachers can, and should, promote the use of first languages in the

classroom as well. There are many ways that this can be done. For example, teachers can
encourage students to write dual-language texts, and these books can become part of the

classroom library (De Jong, 2011). Additionally, teachers can provide students with quality

materials in their first language and can allow students to preview content in their first language

(De Jong, 2011). In general, teachers should create opportunities for students to make use of

multiple languages, both in academic and social settings. Teachers can also encourage

collaborative translation when students are working with content. Having students engage in

translating portions of a text with peers who share the same first language promotes a deeper

comprehension of the material (Goodwin & Jiménez, 2016). Monolingual teachers can facilitate

activities and exercises that encourage students to make use of all the linguistic resources they

bring to the classroom and that promote maintenance of first languages.

When teachers are working with English Learners, it is crucial that they provide students

with the context they need to understand content. Whether that means connecting material to

students’ existing funds of knowledge or providing students with an experience, it is important

for English Learners to have context for what they are learning. Teachers should also provide

students with specific strategies to access academic literacies (De Oliveira, 2016). By connecting

academic texts to students’ background knowledge, building on their linguistic and cultural

knowledge, encouraging interaction and collaboration in making meaning, and teaching students

how to “break the code” of academic literacy, teachers can help English Learners to access this

content (De Oliveira, 2016). When working with English Learners, it is crucial that teachers

maintain high expectations, teach the full content, and provide students with challenge. Although

there is pressure for English Learners to perform on standardized tests and to quickly acquire

specific English skills, narrowed instruction will not benefit students in the long run. As teachers,
it is our duty to set all students up for success, by meeting them where they are and helping them

to grow.

Because the educational system is not currently set up in a way that takes into account the

ways in which English Learners can best be served, teachers must become advocates for their

students. Through establishing relationships with families and students, building partnerships

with the community, and working with other teachers, educators can help to ensure that English

Learners receive the education they deserve. As teachers, we must recognize and validate the

rich and diverse experiences that our students bring to the classroom. By building on students’

funds of knowledge and their linguistic knowledge, we can make learning meaningful and

impactful for English Learners. By valuing their identities, we can encourage participation and

engagement in learning. When we take the time to learn about our students and build

relationships with their families, we create a foundation for English Learners to succeed in

school and beyond.

 References

DaSilva Iddings, A. C. (2009). Bridging home and school literacy practices: Empowering
families of recent immigrant children. Theory Into Practice. 48, 304-311.

De Jong, E.J. (2011). Foundations for multilingualism in education: From principles to practice,
150-166. Caslon: PA.

De Oliveira, A. & Weinburgh, M. (2016). Science teacher preparation in content-based second

language acquisition. 41-58. Albany, NY: Springer.

González, N., Moll, L.C., & Amanti , C. (2005). Funds of knowledge: Theorizing practices in
households, communities, and classrooms, 29-46. Mahwah, NJ: Erlbaum.

Goodwin, A., & Jiménez, R. (2016). TRANSLATE: New strategic approaches for English
learners. The Reading Teacher, 69(6), 621-625.

Jiménez, R., Smith, P., & Teague, B. (2009). Transnational and Community Literacies for
Teachers. Journal of Adolescent & Adult Literacy. 53(1), 16-26.

Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and
contextualisation. Educational Research and Evaluation, 18(7), 655-670.

Valdés, G. (1998). The world outside and inside schools: Language and immigrant children.
Educational Researcher, 27(6), 4-18.